Social harm is seen as a big problem in every society around the world today. Although there are many theories why certain social actors choose to engage in activities that cause harm to others, I believe it is due to a lack of goodwill, kindness and mindfulness. If an individual is lacking these core values, there is nothing which that individual can do to abstain from engaging in social harm. Without these values in place to act as a safeguard, all actions these individuals engage in will be from a place of selfish desire, habitual reactions and ego-driven behaviour. If we do not act to help set individuals in the right direction, peaceful societies and nations cannot be built. I strongly believe social harm can be minimized, and eventually uprooted, through the cultivation of kindness and mindfulness. In this presentation, I am going to tell some stories and ways of cultivating kindness and mindfulness to minimize social harm, and promote unity.

(2) Engaging in The Social Transformative ParadigmProf. Arthur LockhartFounder of the Gatehouse

This highly experiential session will allow participants to engage in the 9 stages of transformative social change in real time. You will explore the essential features of critical reflection, which can lead to personal transformation, which can lead to social transformation. Core themes will explore steps of transforming trauma into one’s visions and expressions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy. “If this fragile life is to have meaning. It will be found importantly in the way we offer caring and hospitality to each other.” David Scwartz

I will define and discuss the concept of flow as it exists in nature and the universe and how we fall out of alignment with our true nature when we are not in flow. I will be discussing practical steps to get back into the flow.

Mindfulness Based Resiliency Training (MBRT) Mindfulness is a mental state achieved by focusing one's awareness on the present moment, while calmly acknowledging and accepting one's feelings, thoughts, and bodily sensations. The essence of their program is creating cross-cultural conversations where people of all backgrounds can explore and build a repertoire of skills for enhancing their social and emotional awareness, their decision-making process and their overall health and well-being.

(6) Mental Health and Mindfulness: Health Behaviour Change, Smartphone Interventions, and the Neurophysiological Effects of Meditation and Physical ExerciseDr. Paul RitvoScientist and Professor of Kinesiology and Health SciencesYork University

Mental health has become an increasingly important issue in Canadian and North American culture due to increases in diagnosable problems that are overwhelming existing services. This is particularly true for university students but extends to all ages, ethnicities and economic backgrounds. Mindfulness meditation programs are increasingly used to address this gap and scientific studies of such programs suggest substantive benefits in reduced symptoms, improved functioning and quality of life. In this presentation, we describe two ongoing clinical trials devoted to employing mindfulness-based methods to address depression and distress in university students and youth (18 -30 yrs) diagnosed with major depressive disorders. What is evident from results and the reduced costs of these online programs is that mindfulness-based interventions can address a sizeable proportion of the increasing mental health problem in Canadian culture.

(7) When does practice matter? Neuroscience Research of Meditation for Mental HealthDr. Norman FarbAssistant Professor in PsychologyUniversity of Toronto

Mindfulness training is available in a growing number of forms, suggesting different practices, practice frequencies, and durations. Yet how do you know that a practice is working? Is it wrong to judge a practice of nonjudgmental awareness? This talk will introduce the idea that evaluating one's practice does not interfere with mindfulness practice, but can instead help to guide practice to become more effective. Drawing both from large scale surveys and clinical studies, we will review evidence to suggest that there are a collection of qualities that indicate successful practice. We will discuss the idea that holding practice accountable to the development of these qualities may actually be an integral component of effective mindfulness training.